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Youth TRIADS:
E MODERATORâs
GUIDE
Introduction
â¢ Explain the idea of the group. Go over features of the room,
including:
â¢ Camera/microphonesâThis is being taped so that I donât have
to take notes while you are giving your opinions. . . .
â¢ One-way mirrorâI have colleagues behind the mirror taking
notes so that they do not disturb us. . . .
â¢ This is not a classroom; and I am not a teacher; there are no
wrong answers.
â¢ Completely confidential. Your full names will never be used.
We just want to hear your opinions. . . . There are no right or
wrong answers.
â¢ The microphone overhead. Please speak up when you talk so
that we can all hear you.
â¢ Even though you know each other and are friends, please be
sure to let everyone say what he has to say. Please donât talk
over one another.
â¢ If you have any questions or additional comments, please go
right ahead at any time. . . .
135

136 CHANGING THE CONVERSATION
Warm-up
To begin, Iâd like to talk about you...
â¢ First tell me a little about yourself, your name, where you live,
where you go to school, and what your LEAST favorite subject
in school is. . . .
â PROBE: History/Social Studies, Math, Science, Reading/
English, Foreign Language, Music/Art, Gym?
â PROBE: Why donât you like that subject?
â¢ How long have you been friends? How did you meet each
other?
â¢ You told me what your favorite subject in school is. Tell me
why thatâs your favorite subject.
â What is it that you like about that subject? If you were
trying to explain to someone else why they might like that
subject, what would you tell them?
â How did you end up liking that subject? Was it because of
a certain teacher? A certain project?
â¢ Have you ever taken a field trip or done a school project that
you really enjoyed? Tell me about one good trip you took or
project that you did. If it was fun, what made it fun? What did
you learn?
Careers
â¢ What do you want to do when you grow up?
â Why do you want to do that? Do you think you will be able
to do it?
â¢ Do you know anyone who has a job now that you would like
to have yourself when you are older?
â What is that person like? Why did that person succeed in
making that career for themselves? What did that person
do to get where they are?

Appendix E 137
â¢ Have you ever spoken with your mother or father or another
adult about what you want to become when you grow up?
Who did you talk to? PROBE: A parent? A teacher? A family
friend?
â What was this conversation like? Why did you talk to that
person?
Engineering
â¢ Now weâre going to talk about another topicâ¦ Engineering
and engineers. I want you to write down for me what an engi-
neer is and a few things about what an engineer does. What
is an engineer? HAVE EACH CHILD WRITE DEFINITION
AND DESCRIPTION.
â What did you write? Why?
â What kind of person is an engineer? PROBE FOR
EXAMPLES.
â¢ What kind of things do engineers do? Are there things that
engineers do that you would like to do?
â Are there activities that engineers do that you donât like or
wouldnât want to do?
â What do you think your friends would say if you told them
you wanted to become an engineer?
â¢ Do you know anyone who is an engineer? What does that per-
son do? What is that person like?
Visuals
â¢ Now Iâm going to show you some pictures of some different
activities that engineers do. Iâd like you each to pick two that
you like or that you would like to do. SPREAD PICTURES
OUT ON TABLE.

138 CHANGING THE CONVERSATION
â¢ Why did you pick those two images? PROBE: Have you done
that activity before?
â Why? What skills would a person need to be able to do
those things? What kind of person does those things?
â¢ FOLLOW UP TO VISUALS: Have you ever designed anything?
Have you ever worked together with a team to solve a problem?
Have you ever built anything? Have you ever done a science
experiment? Have you ever written a computer program? Have
you ever been on a construction site? Done a chemistry experi-
ment? Built a model plane?
Ways of Talking about Engineering
Iâm going to tell you a little about engineers and what they do, and,
afterwards, I want you to tell me what you think. . . .
â¢ Some people describe engineers as creative problem-solvers.
They describe engineers as having a vision for how things
should work, and they ask questions like âhow does it work?â
âwhat will happen if . . . ?â and they work with other smart
people to design and build new things and solve problems.
â What do you think? Whatâs the first thing you think of
after hearing that description? Is that what you think
engineers are? What is creative problem solving?
â¢ Some people describe engineers as being free to explore, and
looking for better ideas, constantly learning new things, and
they are never bored because there are always problems that
need solving. Engineers are always being challenged and
inspired to keep exploring.
â What do you think? Whatâs the first thing you think of
after hearing that description? Is that what you think engi-
neers are? What is exploring? What does it mean to be free
to explore?

Appendix E 139
â¢ Some people describe engineers as making a difference because
theyâre able to help people by creating things that people will
use, and have a direct effect on other peopleâs everyday lives.
â What do you think? Whatâs the first thing you think of
after hearing that description? Is that what you think
engineers are? What does it mean to have a direct effect
on peopleâs everyday lives?
â¢ Does engineering sound like something you would want to
do?
â Why? Why not?
Wrap Up
MODERATOR CHECKS BACK IN VIEWING ROOM FOR ANY
ADDITIONAL QUESTIONS.
I just have a few more questions. . . .
Thank and dismiss.

Can the United States continue to lead the world in innovation? The answer may hinge in part on how well the public understands engineering, a key component of the 'innovation engine'. A related concern is how to encourage young people--particularly girls and under-represented minorities--to consider engineering as a career option.

Changing the Conversation provides actionable strategies and market-tested messages for presenting a richer, more positive image of engineering. This book presents and discusses in detail market research about what the public finds most appealing about engineering--as well as what turns the public off.

Changing the Conversation is a vital tool for improving the public image of engineering and outreach efforts related to engineering. It will be used by engineers in professional and academic settings including informal learning environments (such as museums and science centers), engineering schools, national engineering societies, technology-based corporations that support education and other outreach to schools and communities, and federal and state agencies and labs that do or promote engineering, technology, and science.

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